<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-6221</journal-id>
<journal-title><![CDATA[Anales de antropología]]></journal-title>
<abbrev-journal-title><![CDATA[An. antropol.]]></abbrev-journal-title>
<issn>2448-6221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones Antropológicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-62212021000100105</article-id>
<article-id pub-id-type="doi">10.22201/iia.24486221e.2021.1.72226</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las implicaciones de la migración transnacional entre Estados Unidos y México para el desarrollo profesional de los docentes: perspectivas antropológicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Implications of transnational migration between the United States and Mexico for the professional development of teachers: anthropological perspectives]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hamann]]></surname>
<given-names><![CDATA[Edmund &#8216;Ted&#8217;]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Nebraska Lincoln, Teaching, Learning and Teacher Education ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>55</volume>
<numero>1</numero>
<fpage>105</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-62212021000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-62212021000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-62212021000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La docencia suele ser una profesión para toda la vida. Las tareas, responsabilidades y tradiciones que se inculcan a través de la formación del maestro y se refuerzan a lo largo de su desarrollo profesional permiten descubrir qué es lo que hacen y lo que tratan de hacer los maestros. Siempre existe una tensión entre lo que la sociedad en general espera, lo que interesa a los alumnos y lo que intentan llevar a cabo los maestros. Pero, estas brechas se hacen más hondas y complejas cuando se trata de alumnos que migraron de un país a otro. En este artículo se presentan algunas aportaciones teóricas desde la antropología para comprender la migración escolar transnacional y los retos que enfrentan los maestros que atienden a los alumnos migrantes. Si decimos que los cambios sociodemográficos (como la migración internacional) inciden en lo que los maestros deberían enseñar y la manera como deberían enseñar, entonces bien vale la pena identificar las formas en que las teorías antropológicas pueden ayudar a guiar a los maestros a enfrentar estos cambios. Esta aproximación teórica puede explicar algunos de los retos a los que se enfrentan los niños y adolescentes que ahora se encuentran en las escuelas mexicanas y que previamente habían estado inscritos en escuelas estadounidenses. En este análisis de carácter teórico, debemos detenernos a considerar la cultura y la identidad docentes para proponer formas pedagógicas adecuadas que respondan a las necesidades propias de los alumnos transnacionales (los que se mueven de las escuelas de un país al otro). Haciendo esto estamos intentando responder a la pregunta: ¿qué plantea la teoría antropológica sobre estos cambios educativos?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching is usually a life-long profession. The tasks, responsibilities, and traditions that are asserted through teacher preparation and reinforced through in-service professional development help determine what teachers do and try to do. There is always a tension between what larger society seeks, what students want, and what teachers attempt to achieve. But these discrepancies can become wider and more complicated if/when there are changes in student demographics. This article uses contributions from anthropological theory to make sense of transnational students and the challenges that their educators confront. If we say that demographic changes in turn impact what teachers should teach and perhaps how they should comport themselves, then we should analyze the ways that anthropological theories can help guide possible changes in schooling. Such theory can explain some of the challenges that children and adolescents, now in Mexican schools but previously in US ones, encounter. In doing so, it can inform ways that teaching could change. Yet we also need to consider teacher culture and teacher identity as we propose ways to better respond to transnational students. On this too we can ask: what does anthropological theory say about educational change?]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[preparación docente]]></kwd>
<kwd lng="es"><![CDATA[alumnos transnacionales]]></kwd>
<kwd lng="es"><![CDATA[teorías antropológicas de aprender]]></kwd>
<kwd lng="es"><![CDATA[identidad del maestro]]></kwd>
<kwd lng="en"><![CDATA[teacher preparation]]></kwd>
<kwd lng="en"><![CDATA[transnational students]]></kwd>
<kwd lng="en"><![CDATA[anthropological theories of learning]]></kwd>
<kwd lng="en"><![CDATA[teacher identity]]></kwd>
</kwd-group>
</article-meta>
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